MyMedR

Displaying all 4 publications

Abstract:

Sort:

Transcription, analysis, interpretation and translation in cross-cultural research

Arunasalam N

Nurse Res, 2019 Jun 12;27(2):38-41.
PMID: 31468887 DOI: 10.7748/nr.2019.e1605

BACKGROUND: A study was conducted with Malaysian nurses who had studied on an Australian or UK transnational higher education post-registration top-up nursing degree programmes taught by 'flying faculty'.
AIM: To reflect on the transcription, analysis, interpretation and translation of data in this cross-cultural study.
DISCUSSION: The findings of this study show how these nurses developed personally and professionally despite challenges, which enabled them to attain a western degree.
CONCLUSION: Some important aspects of cross-cultural research need to be considered when conducting studies and presenting their findings, as cultural values continue to affect society.
IMPLICATIONS FOR PRACTICE: The discussion provided will assist novice researchers, nurse research and clinical practice and reviewers of scientific articles when conducting cross-cultural research.

Matched MeSH terms: Nursing Education Research*
Educational Intervention for Clinical Judgment Skills

Foo ML, Tang LY, Vimala R, Chui PL, Chong MC

J Contin Educ Nurs, 2017 Aug 01;48(8):347-352.
PMID: 28759691 DOI: 10.3928/00220124-20170712-05

BACKGROUND: Because nurses need to handle a broad range of issues related to patients' health status, it is necessary to make reliable and sound clinical judgments for professional accountability and the patients' safety.
METHOD: A quasi-experimental pre- and posttest design with a control group was used to study the effectiveness of an educational intervention on the clinical judgment skills of 80 RNs from two district hospitals. The change in clinical judgment skills during a 6-week period was evaluated using a complex case-based scenario after the completion of the educational intervention.
RESULTS: The mean scores of clinical judgment skills of the experimental group had significantly improved from 24.15 ± 6.92 to 47.38 ± 7.20. (p < .001). However, only a slight change was seen in mean scores for the control group (23.80 ± 5.77 to 26.50 ± 6.53).
CONCLUSION: The educational intervention was effective postintervention. Continuing nursing education using a traditional and case-based method is recommended to improve clinical judgment skills in clinical settings. J Contin Educ Nurs. 2017;48(8):347-352.

Matched MeSH terms: Nursing Education Research
The effects of linguistic modification on ESL students' comprehension of nursing course test items

Bosher S, Bowles M

Nurs Educ Perspect, 2008 May-Jun;29(3):165-72.
PMID: 18575241

Recent research has indicated that language may be a source of construct-irrelevant variance for non-native speakers of English, or English as a second language (ESL) students, when they take exams. As a result, exams may not accurately measure knowledge of nursing content. One accommodation often used to level the playing field for ESL students is linguistic modification, a process by which the reading load of test items is reduced while the content and integrity of the item are maintained. Research on the effects of linguistic modification has been conducted on examinees in the K-12 population, but is just beginning in other areas. This study describes the collaborative process by which items from a pathophysiology exam were linguistically modified and subsequently evaluated for comprehensibility by ESL students. Findings indicate that in a majority of cases, modification improved examinees' comprehension of test items. Implications for test item writing and future research are discussed.

Matched MeSH terms: Nursing Education Research
Crossing cultural boundaries: flexible approaches and nurse education: a case study

McKenna LG, Samarawickrema RG

Comput Inform Nurs, 2003 Sep-Oct;21(5):259-64.
PMID: 14504602

Computer-mediated conferencing commonly is used to promote collaborative learning, including student learning across distance. This article presents the outcomes and experiences of Master of Nursing students in three countries using flexible learning approaches facilitated by the use of computer-mediated conferencing. It examines issues relating to support for global nursing education, presents an evaluation of one particular unit, and presents themes in the feedback from students about their experience. The authors report the findings in three categories: broadened perspectives, tackling the technology, and adaptive learning. Furthermore, the article offers suggestions for enhancing student-learning experiences when computer-mediated conferencing facilities are used.

Matched MeSH terms: Nursing Education Research